We are beginning the year with a block on ancient Greece. I gathered our materials to a sidebar list in case anyone else would like to do a similar study. I am not stressing over daily plans. The History Pockets book is outlining the basic study and we flesh out the information with the Usborne ancient world book. They are also making either an Aesop’s Fable book or a Greek Myth book – depending on the age. (It is very acceptable to make group books and assign each child a portion to complete versus each child making whole books.)

We are reading Theras and His Town aloud. The other titles are for independent reading. There are likely many more titles at your library. These are the standby’s we have come back to from previous experience with Greece units.

We also subscribe to Teacher File Box from Evan-Moor. There are related reading comprehension pages available through them. Both the pages and pockets from E-M are well-suited to independent learning. Make copies and keep them in a magazine file with scissors, colored pencils, and glue sticks (and the reference book) close by and students can select and complete projects successfully with little extra instruction.

In previous years we have used books like Famous Men of Greece. One child loved it. Another’s impression went something like, “There were a bunch of men who became leaders, went to war, and later died.” Ahem. A trademark of Waldorf main lesson block is that instead of attempting to cover EVERY influential figure and event, particularly during the elementary years, you discern which of these best represent the era. Choose a few, learn something compelling about each, and strive for full retention. This practice of doing a few things well fits better with our goals.

I hope to add more images of our finished main lesson book pages to the appropriate albums as we complete them.

I was visiting the TLC art lessons site and noticed there was a new fall art lesson posted. Enjoy!

I received a question that I feel warrants clarification so I am answering it here in case there is any confusion.

In a nutshell, Waldorf education prepares children to fit into the industrialist machine. Just as public education was designed to do. I don’t know much about Montessori, but have been hearing alot about it lately from many of my fellow homeschooling friends. I am wondering if the Montessori methods are so similar to the Waldorf methods that they are therefore intended for the same end? After reading “Underground History of American Education” I have lately been questioning many of the methods used for homeschooling.

I think you may have gotten incorrect information regarding Waldorf education. I checked my copy of Underground History of American Education (which really ought to be required reading!) and there is no mention of either Steiner nor Waldorf schools. Actually, Montessori is not mentioned either. This is probably because, like Charlotte Mason, these educational reformers all sought to realize the potential of the child. Each had his or her own theories as to how that best could be done.

Steiner felt an arts based curriculum in which the cultural heritage of many countries was stressed was the ticket. Imagination was prized. To that end the teacher’s role was to plant seeds through archetypal, image-rich stories and to alternate active learning (music, PE) with quieter work (reading, math). In fact the oral tradition is critical to the method many would say. The children then assimilate these stories and make them their own through notebooks of their creation. Art created by the student is favored and much attention is given to honing those skills since they are primary means of expression. Students follow a sequence based on Steiner’s studies in child development.

Montessori conversely focused on rational thought, not surprising given that she was a scientist herself. She aimed for an experienced-based curriculum whereby children would make their own discoveries through the use of self teaching materials. The role of the teacher was to prepare the materials and the environment to be conducive to learning both academics and peacefulness (self control). She, too, carefully studied child development and hoped to remove the barriers that were present in her day. Emphasis is on freedom within limits. Students can choose within an assortment of acceptable options but may not infringe upon the freedom of others. Arts are integral but Montessori felt that incremental instruction was most successful. She focused on providing the best possible tools for learning and allowing ample time to explore them.

Mason focused on literature. She was heavily influenced by the behaviorists of her day and contrary to the above educators felt that manipulating the academic day by keeping lessons shorter than would satiate the child would keep him interested in more. Whereas Montessori and Steiner schools prefer the student have long blocks of uninterrupted study on single topic (the main lesson block or the 3 hr study period) she presented a plethora of subjects each day/each year, all of which should be very brief. Self control and self actualization were achieved by behaviorist techniques of associating a desired behavior with a positive outcome. Bad behavior was discouraged by avoidance until (she felt) the desire disappeared. (development of habit) The teacher’s role was to both provide carefully planned, print-based, short presentations and to continue to alternate active and quiet subjects. The arts focused more on appreciation of classical works. Observation is stressed whether in the natural world, the arts, or literature.

Waldorf teachers would assess comprehension by reviewing the main lesson books and oral presentations. Montessori directresses place heavy emphasis on observation of the child so they can sense readiness for more challenging work. The emphasis shifts from materials to research and experiments as the grades progress. Both of the above allowed for satiation. Mason relied on narration – detailed (oral or written) retelling of the material, usually immediately after a single presentation to ensure complete attention during lessons. These were followed up with end-of-term (3 per year) evaluations. All three methods eschew extensive use of texts, preferring whole, single topic books.

Some find Waldorf’s spiritual connections so inextricable from the academic that they are not comfortable using prepared Waldorf curriculum at all. The schools are more or less tied to theories of anthroposophy, a term describing a marriage of philosophy and religion coined by Steiner and drawing heavily on Theosophist teachings from the late 19th century. I know this personally because this was my school of thought (no pun intended) for many, many years until returning to the Church when my children first reached school age. While we initially spurned all Waldorf materials, I now realize I didn’t need to throw the baby out with the bathwater since many of these methods are not unique to Steiner but are simply effective, child friendly approaches that many other educational researchers have also discovered.

As quoted here:

The central guiding principle of Waldorf education is that the every child is a unique being with eternal spiritual and moral qualities.

and here:

The best overall statement on what is unique about Waldorf education is to be found in the stated goals of the schooling: “to produce individuals who are able, in and of themselves, to impart meaning to their lives”.

The purpose of Montessori education here:

The Montessori approach to education is centered in the uniqueness and potentials of the evolving child. The purpose is to develop the whole child into a well rounded human being. Children enter this world with a natural desire to learn and to perfect themselves. Montessori education fulfills this instinctive need by providing a “Prepared Environment” where children are allowed the excitement of learning by choice rather than by force. Children acquire an “inner discipline” that will guide them to self-development and self-learning.

Charlotte Mason believed:

Education was an atmosphere, a discipline, and a life; it was about finding out who we were and how we fit into the world of human beings and into the universe God created.

This is obviously a grossly condensed summary of the three methods. I feel certain none of them would fall under Gatto’s disapproval. Some are more appealing to some families. Waldorf in its purist form is more esoteric and culturally/arts based. Montessori is more experience based, and Mason more literature based. You might – and again this is a very simplified generalization – think of them as a more visual method (imagination based), a more kinesthetic method (hands on) , and a more auditory (words based) method.

In the home setting we are free from over-thinking to the extent that is neccesary when selecting a site based school. While it is useful to understand the origins of methods it is also less critical because all the techniques are going to be filtered through the lens of the individual family’s belief system. We are not turning our children over to a program. We are using aspects of programs which work best for us.

We employ many Waldorf techniques such as main lesson blocks and student made notebooks. We use Montessori self teaching methods. We make used of a vast home library which would do Mason proud, coupled by one of the best public library systems in the country. (thank you God!!) We study the classics but we also stress self-expression. We listen to great works but we also learn to play instruments well. It is rarely an either/or choice at home, nor really at many of these schools. They all grew out of a distaste for pigeon-holing children into a cog of the educational machine.

I hope that helps Stephanie!

The title of this slim volume pretty much sums up the content. This is another resource I turn to over and over to be sure we have covered our bases before high school. The author says he has:

tutored hundreds of high school students and have often been surprised by the large gaps in their knowledge base. For whatever reasons, many students just aren’t learning the things their high school teachers will expect them to know: What’s the capital of Brazil? How do you find the area of a triangle? What is a light year? When was the U.S. Civil War fought, and why? Who was Mark Twain? Golda Meir? William Henry Harrison? Which is larger, the galaxy or the solar system? What is wind chill factor? How do you multiply fractions? When do you use between and among? What’s the world’s largest lake? Island? City? Country? Mountain? These are just a few of the thousands of facts to be found in Learn This!

This is not just a dry compilation of data however. He gives students tips about how to best take in this information and retain it. I love his explanation. He says that when we begin a study – of anything – we know nothing. Then,

As we sift through the pieces of the puzzle, a few ideas start to make sense and clump together. We add to those ideas as we find the connections. The clumps continue to growuntil they overlap. The spaces between the clumps get smaller as our ignorance gets squeezed out of the picture. But remember that isn’t necessarily an orderly process.

By way of example he points out that most of us may have started the alphabet with A, B, C. But then maybe we skipped to H, M and Z. Then we may have learned about their neighbors. We “fish around for a place to grab on” when we start a new topic, making connections as we go. That is the way we learn about getting around our city and that is the way we learn school subjects as well. We gather what is at first isolated data. Then we start making connections and eventually filling in the white space in our minds with colorful pictures and facinating ideas.

And no, its not always an orderly process. Even if the information is presented in a chronological, alphabetical, you name it type of order, some things will stand out more prominently than others in the student’s mind. Some will be barely explored and dropped for a time. So there is no need to stress overmuch about that. The important thing is that connections continue to be made with both the material and with prior knowledge.

But I digress.

Learn This is less than ten dollars. It does not tell you HOW to teach but it does provide an excellent, at-a-glance overview of major topics (and the specifics within each) to cover. It can provide the student with a good framework to build from because they can see where the new information fits in to their overall study. It helps those who are working towards a literature and experience based curriculum know where to start. I am glad we have it!

Meadow Montessori was mentioned on the Playschool6 yahoo list recently. I ended up printing the overviews for each level because they were so helpful. Diehard Waldorf, classical, and Montessori educators will insist they are worlds apart philosophically. I won’t argue with them however one cannot deny the myriad similarities in the scope and sequence. These common factors make course content and materials selection easier for the home educator.

Some highlights from lower elementary:

The children coming from the Montessori preschool program have a strong foundation in phonics and word-sound recognition. This base is continually strengthened through the use of beautiful alphabet books.

The choice of reading material is determined in part by the teacher, and in part by the interests of the students. The reading material of the Junior Class is carefully integrated into all parts of the curriculum. History, science and geography are all enhanced by the addition of great children’s literature. Reading is not a separate subject taught at a special time. It is an integral part of the entire classroom.

In the first year, history lessons teach the concept of time. How can we understand history if we cannot understand the passing of time from hours to weeks to centuries and beyond?

The second-year student works through the geometric nomenclature learning the name, etymology and definition of the following basic concepts: lines, angles, figures, triangles and quadrilaterals. More important than the nomenclature is the opportunity to construct and explore these principles using the Geometry Stick Box.

We do not see music and art as “extras,” but rather as necessary and vital parts of every child’s education. Music, art, dance and theater call upon the child to use academic skills (reading, math), and at the same time build these skills.

Middle grades:

Students work from a mathematical textbook — Saxon Math. He/she should have been presented with all of the Montessori mathematical materials. However, the materials still play an important role in the classroom. Now the student must use these materials as “proofs.” If the work calls for finding the surface area of a rectangular prism, the student must find a Montessori material and demonstrate how he/she arrived at the answer and why the answer is correct.

The student completes a traditional geometry course.

As mentioned, literature is connected with the study of history.

In a Montessori school, history is always taught from the perspective of examining the gifts we have received from those who have come before us. We live as we live today because of the work and contributions of others. We… study early civilizations — Mesopotamia, Egypt, Greece and Rome. We move through the Middle Ages and Renaissance, the French Revolution and the beginning of Nationalism.

Science is taught on a rotating three-year cycle

I loved this addition:

The Farm Program is Meadow Montessori’s first step toward the Montessori ideal of Erkinder.Objectives include helping the students replace a lost heritage of farming, make environmental connections between lessons and nature, and see the results of hard work.

High school:
The core of the program is an individualized educational plan with an emphasis on high academic performance, unique experience, and opportunities for leadership and service.
Each student is assigned a mentor who… is to guide his/her students both philosophically and practically. The mentor spends time each day with students in discussion and academic support.